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SLTE, Johnston & Goettsch (2000) pedagogical grammar seperated from…
SLTE
practitioner knowledge
purpose: address problems of practice
limitations: applicability in certain instructional context
approaches
the acquisition and use of disciplinary knowledge in professional development
dialogues bewteen classroom teachers and researchers
research: make public accessible, open for inspection, verification and modification
knowledge base
content: what need to know
discipline: theoretical linguistics + SLA
the work of L2 teachers and teaching
pedagogies: how should teach
learn content+pedagogies: how to learn to teach
broadening the definition of language and SLA
interdisciplinary research
sociocultural turn
knowledge + function + meaning
constitutes of professional development
teacher inquiry seminars, peer coaching, cooperative development, teacher study groups, narrative inquiry, lesson study groups, critical friends groups, etc..
Johnston & Goettsch (2000) pedagogical grammar seperated from theoretical grammar
? practitioner knowledge?
? pragmaticism? mixed methods, true = work epistemology